| In the era of the knowledge explosion,scientific and technical knowledge is increasing at an accelerated rate and is becoming increasingly complex.The public’s demand for scientific knowledge is increasing,showing a trend of fragmentation,immediacy and initiative.However,there are many problems with current popular science products.For example,information sources are cluttered,the way information is distributed leads to cognitive solidification,and the learning process is not suitable for the user’s cognitive style.The field of science learning faces significant challenges and opportunities.Many innovative popular science products have been developed to meet the demand of "ask,learn,use".From the perspective of embodied cognition and embodied learning,this project introduces augmented reality technology into informal science popularization scenarios.Augmented reality technology is used in the design and implementation of embodied products for science education to promote theoretical research and application innovation in the field of augmented reality science education and embodied learning.This study starts from literature analysis.From the perspective of embodied cognition and embodied learning,the key factors of augmented reality affecting embodied learning are defined as virtual-real overlay,realistic rendering,contextual perception,multimodal interaction and seamless switching.Further,the application potential of augmented reality in informal science learning scenarios is explored.Then through user research,it analyzes the characteristics of users of science-based products and the shortcomings of existing products to find the launching point for designing products.Following that,based on the analysis of users,technology and scenarios,the principles of the product design model of augmented reality for science education with an embodied cognitive perspective are summarized.and product models are presented,including theoretical foundations,technical support,driving engines,scenario characteristics,user behavior and product concepts.Based on the product model,the science platform ARNY and the course were designed.The experiment demonstrated that learners who participated in an embodied augmented reality course had higher learning performance gains than learners who learned in a traditional way.It also has a positive impact on learning attitudes and motivation.This project proposes an augmented reality science product model from an embodied perspective,and verifies the validity through empirical evidence.It also constructs the innovative science popularization product ARNY.It has certain reference value for the subsequent research on science popularization learning and embodied learning in informal scenarios. |
